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A Multiple Baseline Analysis Of Social Academic Skills Training Across Different Stimulus Conditions
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Book Synopsis A Multiple-baseline Analysis of Social/academic-skills Training Across Different Stimulus Conditions by : Stanley R. Carlock
Download or read book A Multiple-baseline Analysis of Social/academic-skills Training Across Different Stimulus Conditions written by Stanley R. Carlock and published by . This book was released on 1980 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Generalization Effects of Social Skills Training for College Students by : Arthur E. McCullen
Download or read book Generalization Effects of Social Skills Training for College Students written by Arthur E. McCullen and published by . This book was released on 1980 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Social Skills and Self-management Training on Maladaptive Behaviors and Academic Performance Within a Public School Setting by : Evelyn Sauceda
Download or read book The Effect of Social Skills and Self-management Training on Maladaptive Behaviors and Academic Performance Within a Public School Setting written by Evelyn Sauceda and published by . This book was released on 2011 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, elementary classroom teachers encounter students that do not follow classroom routines or procedures despite numerous attempts to get them motivated and after trying innovative classroom management plans. Researchers have shown the effectiveness of self management and social skills training with students with maladaptive behaviors. This study will help educators explore an effective approach toward discipline in classroom settings. In this study the participant was a kindergarten student from an elementary school. A functional behavioral assessment was employed to determine the conditions that might interact with his problem behaviors. If such conditions could be identified, the chances of developing an effective treatment would be increased. A multiple baseline design across school settings was utilized. Baseline data were recorded with the aid of a hidden camera during classroom instruction in both settings. The treatment conditions consisted of self management and social skills training. Maladaptive behavior and academic performance were recorded, and viewed at a later time in order to calculate reliability coefficients.
Book Synopsis Social-skills Training by : Jeffrey A. Kelly
Download or read book Social-skills Training written by Jeffrey A. Kelly and published by . This book was released on 1982 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Skills Solutions by : Kelly McKinnon
Download or read book Social Skills Solutions written by Kelly McKinnon and published by DRL BOOKS. This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Social Skills to Children Diagnosed with Autism.
Book Synopsis "Cool" Versus "Not Cool" by : Ron Leaf
Download or read book "Cool" Versus "Not Cool" written by Ron Leaf and published by . This book was released on 2012-04-01 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Volume 1 demonstrates the Cool versus Not Cool strategy. This is one of Autism Partnership's most often used strategies for teaching students foundational as well as advanced social skills. Essentially, the strategy teaches students to understand the difference between behaviors that are socially appropriate (cool) and those that are inappropriate (not cool).
Book Synopsis Single Case Research Methodology by : Jennifer R. Ledford
Download or read book Single Case Research Methodology written by Jennifer R. Ledford and published by Routledge. This book was released on 2014-03-26 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this anticipated new edition of Single Case Research Methodology, David L. Gast and Jennifer R. Ledford detail why and how to apply standard principles of single case research methodology to one’s own research or professional project. Using numerous and varied examples, they demonstrate how single case research can be used for research in behavioral and school psychology, special education, speech and communication sciences, language and literacy, occupational therapy, and social work. This thoroughly updated new edition features two entirely new chapters on measurement systems and controversial issues in single subject research, in addition to sample data sheets, graphic displays, and detailed guidelines for conducting visual analysis of graphic data. This book will be an important resource to student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices.
Book Synopsis The Effects of Teacher-directed and Peer-directed Social Skills Training on the Social Interaction Skills of Middle School Students with Serious Emotional Disturbances by : Concepcion Ortiz Blake
Download or read book The Effects of Teacher-directed and Peer-directed Social Skills Training on the Social Interaction Skills of Middle School Students with Serious Emotional Disturbances written by Concepcion Ortiz Blake and published by . This book was released on 1999 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Aggressive behaviors of students are increasingly a primary concern for both teachers and parents. One means for addressing this problem is to teach students social skills that will enhance socially appropriate behaviors. Previous studies have shown that teaching students with aggressive behaviors specific social skills will provide alternative positive behaviors (e. g., Dunlap & Childs, 1996; Middleton, 1994; Middleton & Cartledge, 1995; Moore, Cartledge, & Heckaman, 1995; Walker, 1998). The purpose of this study was to further investigate the effects of social skills training on the social interaction skills of students with challenging behaviors and examine the effects of teacher-directed and student-directed instruction. In this study the researcher used direct instruction procedures to systematically teach specific social skills to 12 elementary-aged students with serious emotional disorders (SED) in a small group setting. Immediately following the instruction a 18-minute observation was made of the students. Increases in frequency of appropriate behaviors were exhibited by the students during the two intervention phases for all three targeted behaviors, compared to baseline conditions. These increases indicate that the curriculum- based, teacher-directed, and peer-directed social skills instruction was an effective strategy for students with SED in this study. The change in behavior was replicated at each level in the multiple baseline design.
Book Synopsis Research and Practice in Social Skills Training by : A.S. Bellack
Download or read book Research and Practice in Social Skills Training written by A.S. Bellack and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is perhaps trite to refer to human beings as social animals, but never theless it is true. A substantial portion of our lives is spent in interactions with other people. Moreover, the nature, quality, and quantity of those interactions have a tremendous impact on behavior, mood, and the adequacy of adjustment. Faulty interpersonal relationship patterns have reliably been associated with a wide variety of behavioral-psychological dysfunctions ranging from simple loneliness to schizophrenia. Most "traditional" analyses of interpersonal failures have viewed them as consequences or by-products of other difficulties, such as anx iety, depression, intrapsychic conflict, or thought disorder. Con sequently, remediational efforts have rarely been directed to interper sonal behavior per se. Rather, it has been expected that interpersonal relationships would improve when the source disorder was eliminated. While this model does account for some interpersonal dysfunctions (e.g., social anxiety can inhibit interpersonal behavior), it is not adequate to account for the vast majority of interpersonal difficulties. In fact, in many cases those difficulties either are independent of or underlie other dysfunctions (e.g., repeated social failure may produce depression or social anxiety).
Book Synopsis Practical Guide to Using Video in the Behavioral Sciences by : Peter W. Dowrick
Download or read book Practical Guide to Using Video in the Behavioral Sciences written by Peter W. Dowrick and published by . This book was released on 1991-05-08 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: This hands-on guide to the use of video in the behavioral sciences identifies and provides detailed descriptions of both current and potential uses of the medium. Both authoritative and practical, it supplements every use described in Part I with contributions by a team of international experts, illustrating applications for each purpose in Part II. Covers topics and applications in interactive video, video for assessment and documentation, analysis of facial expression and emotion, video vignettes, video use at the community level and much more.
Book Synopsis Rehabilitation R & D Progress Reports by :
Download or read book Rehabilitation R & D Progress Reports written by and published by . This book was released on 1992 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Skills Instruction for Students with Autism Spectrum Disorders by : Tiffany Lynn Born
Download or read book Social Skills Instruction for Students with Autism Spectrum Disorders written by Tiffany Lynn Born and published by . This book was released on 2015 with total page 670 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there is a push to include students with autism spectrum disorders in the general academic context, students with autism are often not fully included in the social environment of schools. Even when students with autism are in the same settings as their typically developing peers, they often have few social interactions with their peers (e.g., Carter, Hughes, Guth, & Copeland, 2005). One reason for the dearth of social interactions that students with autism have during the school day may be related to deficits in social skills which can interfere with interactions with peers. Peer networks, a type of peer-mediated intervention, have been shown to be effective in increasing the social contacts and relationships of students with disabilities. In peer networks, gains in social interactions are accomplished by providing training to general education peers who compromise a social network for the student with a disability (SWD) outside of the classroom setting. However, the literature on peer networks varies as to if specific social skills training for the SWD is included and often does not fully examine specific or even general social skills deficits of the SWD. This study examined the effectiveness of a peer network plus intervention which incorporated an explicit social skills training component within a peer network framework. Four participants with an educational diagnosis of autism participated in a 10 week peer network intervention. A social skills training component was added to the peer network systematically. The purpose of this study was to examine the effectiveness of the peer network plus intervention for (a) enhancing targeted social skills of the students with autism, (b) enhancing broader social skills as measured by multiple social skill and adaptive questionnaires, and (c) increasing the number of social contacts, friendships, and interactions students with autism have in high schools. In addition, the social validity of this intervention was measured in order to determine the feasibility and acceptability for use in schools and by school personnel. Finally, the study examined the sensitivity of the Autism Social Skills Profile (ASSP, Bellini & Hopf, 2007) for use as a progress monitoring tool with these interventions. Using a multiple baseline across participants design, this study demonstrated that the social skills component of the peer network plus intervention was effective at improving the targeted social skills of all four participants. Two independent coders found Strong Overall Evidence for improvements in social skills when the social skills component was added for each participant. There was Moderate Overall Evidence for the impact of the social skills training component on the number of interactions students with autism had with their peers during the network meetings. Students with autism, peers without disabilities, and school staff interventionists all rated the intervention favorably. The ASSP was not consistently sensitive enough to detect improvements in social skills for all participants. Implications of the study, as well as limitations and directions for future research, are discussed.
Book Synopsis Verbal Behavior by : Burrhus Frederic Skinner
Download or read book Verbal Behavior written by Burrhus Frederic Skinner and published by New York : Appleton-Century-Crofts. This book was released on 1957 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Skills Training with Typically Developing Adolescents by : Jessica Anne Thompson
Download or read book Social Skills Training with Typically Developing Adolescents written by Jessica Anne Thompson and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). The current study investigated the ability of six adolescent females between the ages of 13 and 16 years to acquire a set of social skills through training. Participants' acquisition of the skills before and after training was assessed through role-play assessments and was experimentally demonstrated using a multiple-baseline across skills design. Secondary survey information (Child Behavior Checklist and adapted Ansell Casey Life Skills Assessment) was collected from participants and their parents to attempt to index effects of training on other behaviors of the youth. All of the participants acquired the skills taught and demonstrated them with increased or variable levels of accuracy post-training. Minimal changes in scores were documented on both secondary survey measures.
Book Synopsis Generalization of Social Skills Training on Disruptive Classroom Behavior by : Emma Scott
Download or read book Generalization of Social Skills Training on Disruptive Classroom Behavior written by Emma Scott and published by . This book was released on 2013 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who exhibit problematic levels of disruptive behavior frequently also present with social skills deficits and poor social relationships. The degree to which children establish and maintain interpersonal relationships is known to predict critical psychological outcomes in adulthood. Thus, social skills training (SST) is a frequently used treatment approach to teach or improve prosocial skills as appropriate replacement behaviors for inappropriate disruptive classroom behavior. However, many skills learned in SST often do not generalize to non-training settings (e.g., classroom) without actively programming for setting generalization. The goal of this study was to evaluate individual generalization procedures implemented by teachers directly in the classroom. The present study used an alternating treatments design to compare social skills training (SST) alone with three teacher-facilitated behavioral strategies to promote generalization. These included: 1) brief direct instruction of social skills with a visual prompt (i.e., positively-stated social skills rules visibly posted in the classroom), 2) verbal prompts, and 3) contingent reinforcement for the demonstration of social skills. Appropriate reinforcers were chosen from results on a preference assessment and teacher interviews. Four second-grade male students, referred for excessive disruptive behavior and poor social relationships, participated in this study. Students were pulled from their classrooms twice weekly to receive SST throughout the study. Students received each generalization component in a rapidly alternating fashion and treatment conditions were counterbalanced among participants. Following the alternating treatments phase, generalization procedures were removed in a withdrawal phase (while SST was ongoing) and the most effective procedure was then re-implemented to verify that behavior change was a function of the treatment condition. Effectiveness of each treatment was determined by visual analysis and standardized mean difference effect sizes using data from direct observations of classroom disruptive behavior. Pre- and posttest ratings of students' conduct problems and social skills were assessed via teacher ratings. Finally, acceptability of each treatment was evaluated by teachers using the Intervention Rating Profile-15 (IRP-15). Contingent reinforcement resulted in the largest decrease in disruptive behavior (d = 3.92) for all participants. Verbal prompting was somewhat effective (d = 1.38), but visual prompting (d = 0.25) had limited effectiveness. Additionally, SST alone was ineffective in producing a behavior change that generalized to the classroom (d = 0.04). As a result of the entire treatment package, conduct problems on the SESBI-R decreased slightly and social skills increased slightly on the SSiS. Teachers rated each procedure as acceptable, with contingent reinforcement most acceptable. Limitations include limited external validity and some variability in baseline conditions. This study demonstrates the importance of implementing similar reinforcement contingencies in the non-training environment.
Download or read book Resources in Education written by and published by . This book was released on 1991 with total page 804 pages. Available in PDF, EPUB and Kindle. Book excerpt:
